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HipHopEd: The Compilation on Hip-Hop Education

Volume 3: Hip-Hop as Resistance and Social and Emotional Learning

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Edited by Ian Levy and Edmund Adjapong

For the third volume of HipHopEd: The Compilation on Hip-Hop Education, the authors continue to highlight the voices, stories, and narratives of educators and scholars who approach their practice and research using a framework anchored in hip-hop culture. Much like prior iterations of this compilation, this edited volume includes chapters from senior scholars, emerging scholars, and practicing educators. The goal of the co-editors is to continue to support and share scholarship that is rooted in hip-hop culture that provides new practical and strategic insights for scholars, practitioners, students, community members, and policymakers as it relates to processing a bevy of life’s stressors. This volume highlights the use of hip-hop as resistance and social emotional learning across educational spaces. The chapters in this text are informed by hip-hop theory, practices, and the authors’ lived experiences in order to offer  individuals approaches as in the development of social and emotional resources to navigate the world at large. The authors explore how educators and scholars alike can leverage hip-hop to both disrupt education and asocial norms and support students in social and emotional learning. These two distinct sections offer a robust pathway to both advocate for hip-hop culture to exist authentically within schools, and then to use hip-hop culture to address a bevy of social and emotional outcomes.

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Noelia M. Galán-Rodríguez

Even though content and language integrated learning (CLIL) has been implemented in the Spanish educational system for some years now, it seems there is no consensus on whether this methodology is fulfilling its objectives. Although its practices in Spain have been studied in terms of assessment, language learning and content, research on students‘ and teachers‘ motivation in CLIL has been scarce. Taking into consideration that teaching and learning are social practices, it seems necessary to consider the affective factors such as motivation and perceptions which may come into play in CLIL practices. This book studies the perceptions and motivation regarding CLIL in three groups of CLIL physics and chemistry students and their CLIL teacher in a plurilingual high school located in Galicia.

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Der Fall Literaturunterricht

Sequenzanalytische Rekonstruktionen unter besonderer Berücksichtigung der Konstituierung des Gegenstandes

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David Paulus

Ein Blick auf die Diskussionen innerhalb der Literaturdidaktik zeigt eine Vielfalt an Konzipierungen und Präskriptionen, die den schulischen Literaturunterricht anleiten und zu verbessern suchen. Mit dem Fokus auf Normfragen wird die empirische Erforschung des Literaturunterrichts zwar nicht ignoriert, aber zweitrangig behandelt. Die Publikation setzt an diesem Punkt an und ist als Pilotierung zu verstehen, wie das empirische Desiderat in einem qualitativ-rekonstruktiven Forschungsdesign bearbeitet werden kann. In einem interdisziplinären Zugriff werden fünf Transkripte von Deutschunterricht (objektiv-)hermeneutisch rekonstruiert. Erkenntnisleitend sind Fragen nach den Wechselwirkungen zwischen Lehrperson, Lernenden und Gegenstand im Unterrichtsprozess. Ein Fokus liegt in der Erforschung der Konstituierung der Inhaltsdimension und Fachlichkeit. Auf Basis der Fallrekonstruktionen wird diskutiert, wie der Umgang mit Literatur legitimiert werden kann, um literarisches Lernen und ästhetische Bildung in der Schule zu fördern.

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Gelehrter Eklektizismus und Schulpolitik

Ideologie und Unterrichtsorganisation im Spanien des konservativen Liberalismus (1834–1900)

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Till Eble

Im 19. Jahrhundert ereigneten sich in Spanien die Errichtung eines liberalen Systems sowie die Institutionalisierung des staatlichen Massenschulwesens. Der Autor untersucht diese parallelen Systembildungsprozesse unter dem Brennglas der Unterrichtsorganisation von Primarschulen. Insbesondere anhand von Berichten der Schulinspektion der kastilischen Provinzen Cuenca und Ciudad Real analysiert Eble sowohl die pädagogischen als auch ideologischen Normen, die der Schulpolitik vorgelagert waren, und deren Durchdringungskraft in den Provinzschulen der zweiten Hälfte des 19. Jahrhunderts. Damit leistet der Autor zudem einen Beitrag zur Erforschung des konservativen Liberalismus Spaniens und setzt dem gängigen Bild von dessen Scheitern eine differenzierte Einordnung entgegen.

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Edited by Manuel Fco. Romero Oliva

Escribir en la universidad. Elaboración y defensa de trabajos académicos –TFG/ TFM– es el resultado de una serie de actuaciones e investigaciones referidas a la alfabetización académica de los estudiantes universitarios desde una visión multidisciplinar en la que han participado no solo departamentos académicos — Didáctica de la Lengua y la Literatura, Didáctica y Filología—, sino también unidades específicas de la Universidad de Cádiz —Servicio de Atención Psicológica (SAP), desde su Programa de Apoyo al aprendizaje; o el Área de Biblioteca, Archivo y Publicaciones, con sus cursos de búsquedas bibliográficas, difusión en abierto en repositorios…—. Todos ellos han posibilitado un manual basado en la experimentación y la reflexión conjunta en la que han intervenido más de 3000 estudiantes de diversas titulaciones a lo largo de casi diez cursos académicos.

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Education, Mondialisation et Citoyenneté

Enjeux démocratiques et pratiques culturelles

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Edited by Régis Malet and Bruno Garnier

Cet ouvrage traite, dans une perspective comparatiste internationale, de la construction de la notion de citoyenneté et de sa circulation dans des espaces scolaires et sociaux à l’ère de la mondialisation. Cela se réalise par la complémentarité des expertises mobilisées et par la variété des contributions et des ancrages géoculturels de leurs auteurs.

Il offre ainsi une diversité de regards analytiques sur le processus de mondialisation de l’éducation, vu sous l’angle de la gestion des identités, de la diversité et de la promotion de la citoyenneté.

Il invite à une lecture croisée des dynamiques culturelles, historiques et sociales dans des sociétés à la fois fragmentées et reliées entre elles.

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Bullshit Towers

Neoliberalism and Managerialism in Universities

Margaret Sims

This book explores the impact of neoliberal managerialism, framed by the language of bullshit, on higher education in Australia. The book explores the figured world of management, leadership and followership in seeking to understand the changes that have shaped a sector characterised by unacceptably high rates of bullying, disrespect, lack of trust, micromanagement and poor health and wellbeing. In a world context where post-truth rules, the role of the higher education sector in creating citizens unable (or unwilling) to deconstruct the post-truths to which they are exposed is foregrounded. Quality education, increasingly defined as that which transmits the values and ‘truths’ of the privileged, has become a tool designed to create a compliant neoliberal citizenship willing to accept their allocated status in life. Critical thinking is discouraged despite bullshit words that parody its importance. University staff are de-professionalised, disrespected and disregarded and managers increasingly define themselves as ‘the university.’ Democracy is dead. Do we join the chorus shouting "long live the autocracy" or do we fight?

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Teacher TV

Seventy Years of Teachers on Television, Second Edition

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Mary M. Dalton and Laura R. Linder

Teacher TV: Seventy Years of Teachers on Television, Second Edition examines some of the most influential teacher characters presented on television from the earliest sitcoms to contemporary dramas and comedies. Both topical and chronological, the book follows a general course across decades and focuses on dominant themes and representations. Although each chapter presents an overview of the all the teachers on television for each decade, the focus will link some of the most popular shows of the era to larger cultural themes. "1950s Gender Wars: Our Miss Brooks and Mr. Peepers" looks at acceptable behavior for men teachers and women teachers on television and offers a context for making links to how gender is socially constructed in popular culture and in society. The racial tensions of the 1960s take a more implicit form on two series and are examined in "1960s Race and Social Relevancy: The Bill Cosby Show and Room 222." In "1970s Ideology and Social Class: Welcome Back Kotter and The Paper Chase," both lower and upper ends of the class spectrum are blunted in favor of storylines that are personal and predictable instead of overtly political. Two popular television sitcoms validate educational privileges for elite students in "1980s Normalizing Meritocracy: The Facts of Life and Head of the Class." The 1980s reflect a return to conservatism, and two popular television sitcoms mark the transition by validating educational privileges for elite students. The 1990s mark a time of significant change for teachers on television. In "Gaining Ground From Margin to Center: Hangin’ With Mr. Cooper and My So Called Life," the two featured shows, illustrate the mundane and the provocative in teacher depictions on television. In "Embracing Multiculturalism: Boston Public and The Wire" we use these dramas as exemplars of the 2000s to examine themes such as race, gender, and sexuality, but view them through a new lens. Chapter Eight is new to this edition and looks at the downward spiral in the depiction of educators in popular culture during 2010s and pays specific attention to Madam Secretary and Teachers. The Afterword, which is also new, explores these television texts in the larger socio-political context and makes important links between television narratives and issues of identity, the culture of testing, poverty, and dropping out. We must reestablish the importance of public education and consider its essential role in creating an informed citizenry, which is necessary for the future of democracy. Recent trends represent a dangerously skewed view of educators, and it is essential that we begin to "flip the script"—literally and figurative—to combat the cynicism of today's television narratives and stop the way those stories influence public perceptions of education in America. 

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La tête et le texte

Formation initiale des enseignants primaires en didactique de la lecture et de l’écriture

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Edited by Anne-Claire Blanc and Vincent Capt

La formation des étudiants à l’enseignement primaire de la lecture et de l’écriture ne peut séparer les approches cognitives des approches linguistiques et littéraires, suivant la position de Dominique Bétrix, à qui ce volume rend hommage.
L’accent est mis sur la convocation de certains savoirs théoriques, sur la présentation de dispositifs didactiques éprouvés, ainsi que sur la description de situations de formation et celle de gestes professionnels à acquérir.
Unir la tê te et le texte en situation de formation initiale au lire-é crire, c’est ouvrir à une perspective professionnelle soucieuse de la vie mê me de la litté racie en contexte scolaire.

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Edited by Daniel White Hodge, Don C. Sawyer III, Anthony J. Nocella II and Ahmad R. Washington

Hip-Hop and Dismantling the School-to-Prison Pipeline was created for K–12 students in hopes that they find tangible strategies for creating affirming communities where students, parents, advocates and community members collaborate to compose liberating and just frameworks that effectively define the school-to-prison pipeline and identify the nefarious ways it adversely affects their lives. This book is for educators, activists, community organizers, teachers, scholars, politicians, and administrators who we hope will join us in challenging the predominant preconceived notion held by many educators that Hip-Hop has no redeemable value. Lastly, the authors/editors argue against the understanding of Hip-Hop studies as primarily an academic endeavor situated solely in the academy. They understand the fact that people on streets, blocks, avenues, have been living and theorizing about Hip-Hop since its inception. This important critical book is an honest, thorough, powerful, and robust examination of the ingenious and inventive ways people who have an allegiance to Hip-Hop work tirelessly, in various capacities, to dismantle the school-to-prison pipeline.